Where Do Babies of Chickens (And Other Living Things) Come From? [vBeta]
Coming Soon - anticipated release date IN SPRING 2018
This middle school unit kicks off with news reports of the growing prevalence of backyard chicken coops across the country. Disagreements about why some chicken eggs turn into chickens and others don't, as well competing models about what is going on inside an egg before it hatches, spark student questions and ideas for investigations to figure out where babies of chickens come from and how they develop. These investigations lead them to uncover the role of fertilization, food, blood, cell division, and tissue development, in supporting the growth and release of energy in embryos of all living thing, as well as the growth of babies into adults, for a variety different kinds of organisms.
The development of this storyline is sponsored, in part, by a Science Education Partnership Award (SEPA) awarded to the University of Illinois Urbana-Champaign and Northwestern University. Alpha pilots are currently underway. Contact Barbara Hug <email@example.com> for more details.
Liz Lithio is a 7th and 8th grade science teacher at Gemini Junior High School in Niles, IL. Liz holds a Master's degree in Secondary Science Education from Northwestern University. Before pursuing a career in education, Liz was a research biologist. Spending several years engaging in scientific research showed Liz the importance of learning science through pursuing questions of personal interest and having agency in how one designs tasks to uncover answers to those questions. She is passionate about giving students these same opportunities in her classroom via three-dimensional curriculum.
Dawn Novak teaches 7th-grade science at Maple School in Northbrook, IL. Dawn holds a Master degree in Curriculum and Instruction. She is passionate about crafting three-dimensional science curriculum for the middle grades, as well as finding ways to engage students in heavy mental lifting using science and engineering practices to investigate questions they truly wonder about and providing avenues for student input and agency in the science classroom.
Sarah Pratte is a seventh and eighth-grade science teacher at East Prairie Middle School in Tuscola, Illinois. She received her bachelor's degree in Biological Sciences from Southern Illinois University in Carbondale and completed her Masters of Science in Natural Sciences at Eastern Illinois University in Charleston. Sarah participated in NGSS workshops and has piloted NGSS curriculum for over 5 years, as she believes that the best way for her to learn three-dimensional learning is to actively practice it in her classroom. She is excited to see her students working together to figure out meaningful scientific concepts and ideas.
Ty Scaletta teaches 6th and 7th grade science at North Shore Country Day School in Winnetka, IL. Ty holds a Bachelor's degree in Biological Sciences from Northwestern University. He is passionate about designing and implementing three-dimensional science curriculum for the middle grades, as well as finding ways to support student autonomy and cooperative learning in the science classroom through productive talk.
Jennifer Smith is an Illinois Teacher of the Year finalist and an eight-grade science teacher at Monticello Middle School. Jennifer holds Bachelor's and Master's degrees in education from Eastern Illinois University as well as a Master's degree in teacher leadership from the University of Illinois Springfield. She is also National Board certified in Early Adolescence Science. Jennifer believes that hands on activities and real world experiences are vital to meaningful student learning in the science classroom.